CRITICAL ANALYSIS

Week 6, Part 2

Today

1. Hand in informative essay2. Critical Analysis3. Group Exercise

Word-of-the-day

Anachronistic: Out of chronological order Examples:

The sword is anachronistic in today’s warfare.

The film’s anachronistic portrayal of 1950s London included reference to a washing machine not on the market until 1960.

Active/Passive

Verbs: voice is either active or passive. Active: subject of sentence=perfomer of

verb Passive: subject has something happen to it

Grammar-rama:Active vs Passive Voice Active: The Montgomery College Board

of Trustees reached a decision.

Passive: A decision was reached by the Montgomery College Board of Trustees.

Active: I hit the dog. Passive: The dog was hit.

Active/Passive

Use active as much as possible except: Performer is understood, unimportant,

unknown My car was stolen! The gardens at Camosun are maintained

frequently. Focus is on action, not on performer

A silo was erected in the middle of the field today.

Active/Passive

Use active as much as possible: More direct Honest Concise Clear

Try These

1. Self-reliance and tolerance of difference is developed during the teenage years.

2. Important knowledge about how to get along successfully in the world was learned by having to keep my own accounts and pay rent on the pedicab.

3. I was entertained with unfamiliar stories of incidents and individuals.

4. A more tolerant and respectful view of the world was acquired because of my peddling summer.

Critical Analysis

http://www.youtube.com/watch?v=YQm1C_iTIJM

Critical Analysis

Independent thinking

Research what is said and break that information apart to appraise the nature of those parts and their relationships

Persuasive: describing and supporting your thinking on a specific topic

Critical Analysis

Process of analyzing and evaluating

Product (essay or oral presentation)

Not critical in the usual sense!

Critical Analysis

Objective vs Subjective

Analysis AND evaluation

Analysis

Narrow topic Choose considerations

Political Legal Social Historical Ethical Aesthetic Economic

Analysis

Examine subject in its context, parts, stages, and processes Time period Manufacturing considerations Your own biases

Texts and Readings

What is a text? What is a reading?

Questions to Ask of your Text Summary and Definition

what is (are)...? who...? when...? how much...? how many...? what is an example of...?

Analysis Questions

how...? why...? what are the reasons for...? what are the types of...? what are the functions of...? what is the process of...? what other examples of...? what are the causes/ results of...?

Analysis Questions

what is the relationship between …? what is the similarity or difference between…? how does ...apply to ...? what is (are) the problems or conflicts or

issues...? what are possible solutions/ resolutions to these problems or conflicts or issues...?

what is the main argument or thesis of...? how is this argument developed...? what evidence or proof or support is offered...?

what are other theories/arguments from other authors...?

Evaluation Questions

is...good or bad...? .....correct or incorrect...? .....effective or ineffective...?

.....relevant or irrelevant...? .....clear or unclear...? .....logical or illogical...? .....applicable or not applicable...? .....proven or not proven...? .....ethical or unethical...? what are the advantages or disadvantages

of...?

Evaluation Questions

what are the pros or cons of...? what is the best solution to the problem /

conflict / issue...? what should or should not happen...? do I agree or disagree ...? what is my opinion...? what is my support for my opinion...?

Critical Analysis

http://www.youtube.com/watch?v=47wp8RImhZw

http://www.youtube.com/watch?v=C4izX6KIhX0

Critical Analysis

Combination of: Observations Inferences

Observation Exercise

Draw the front (the “tails” side) of a penny

Observation Exercise

Inferences

“intellectual leap from what one sees to what those details might suggest” (Seeing and Writing).

Inferences must be: Reasonable Supportable by evidence/proof/details Not stereotyping

Group Exercise

Make two columns on your paper Observations Inferences

Mark Peterson Photograph (Seeing and Writing)

Ways to Critically Analyze

Tone Context Structure

Tone

http://www.youtube.com/watch?v=aqlJl1LfDP4

http://www.youtube.com/watch?v=-JOy1nM6UoA

Article Quiz Next Class

Read the two articles on the blog Make a list at home of

observations/inferences Draw comparisons/contrast between two Answer these questions on the quiz:

What is the tone of each article? What is a two-sentence summary of each

article? Write your critical response to both articles

in a paragraph.